Using Technology in the Social Studies Classroom
Secondary Lessons
Nov. 23, 2004 (Lexington 2 District Office)
6.2-2 Summarize the significant political and cultural features of the classical Greek civilization, including the concept of citizenship and the early forms of democratic government in Athens; the role of Alexander the Great as a political and military leader; and the contributions of Socrates, Plato, Archimedes, Aristotle, and others in philosophy, architecture, literature, the arts, science, and mathematics. (H, G, P)
Introduction:
1) Go to http://eyewitnesstohistory.com/alexander.htm
and read the informational article, “Alexander Defeats The Persians,
331 BC.”
2) Click on each underlined place name and read the information of the battle.
3) Read the eyewitness account of the Battle of Guagamela, then write your
own eyewitness account of the Battle of Issus -- http://en.wikipedia.org/wiki/Battle_of_Issus.
4) Create a mosaic portrait of Alexander the Great using construction paper,
tissue paper, tiles, or sea shells.
Summary Unit for 7th Grade World Geography:
Essential Question:
1.) What was the significance and impact of technology, communication, revolutions,
and changing worldviews on the world from 1950-1989?
Activating Thinking Strategies: (ex: KWL, Word Maps, Wordsplash,
etc.)
1.) Discuss the essential question, by reviewing major world events of the
20th century.
2.) Divide into 4 teams
3.) Assign an era (50’s, 60’s, 70’s, 80’s.)
Cognitive Teaching Strategies: (Distributed Guided Practice &/or
Distributed Summarizing in Pairs; Graphic Organizers; etc.)
1.) Play the song, We Didn’t Start the Fire by Billy Joel
2.) Click on the following link: http://www.teacheroz.com/fire.htm
3.) Find your era
4.) Choose one of each from your era:
a. A political event
b. A pop-culture icon
c. A technological advance
d. A controversy
5.) Research your selections and create a presentation. You have the following
options for your presentation:
a. Video
b. Power point
c. Create a song/rap
d. Class game
Assessment:
1.) Create a rubric
Introduction to the American Revolution
TOPIC: American Revolutionary War, an Introduction
TIME: One class period
SS STANDARD: 8-2.1: Explain the interests and roles of South Carolinians
in the events leading to the American Revolution, including the state’s
reactions to the Stamp Act and the Tea Act; the role of Christopher Gadsden
and the Sons of Liberty; and the role of the four South Carolina signers of
the Declaration of Independence—Edward Rutledge, Henry Middleton, Thomas
Lynch Jr., and Thomas Heyward Jr. (H, P, E)
STRATEGIES:
I. “The King’s M & M’s,” a simulation that helps
students better understand the conflict that developed between England and
the colonies over taxes e.g. Stamp Act and Tea Act.
Materials:
A bag of M & Ms ..enough for each students to have 10
Index cards/slips of paper: 1 with the words King George III on it, 2 that
say Parliament, 2 that say Tax Collector, and then enough for the rest of
the class that say Colonist.
Words on at least 6 other cards that say jewelry=3M&M, tennis shoes=3M&M,
blue jeans=2, glasses=1, Agenda =1, wearing ID=2, etc.
Debtors Prison
Object Cards
Role Cards
Procedure:
Turn the cards over and each student pulls one from the first pile. King,
Parliament, and Tax Collectors go up in front of the class. King sits on a
chair by himself. Explain that the King has agreed with Parliament that taxes
need to be paid. Parliament take turns picking one of the 6 other cards and
reads it out loud. If the students have that item the Tax Collectors go to
collect that many M &M’s. Continue doing this until all cards are
used. In the end some students may not have any candy left because they had
to pay too many taxes; if students use all of their M & M’s to pay
taxes and they have another item to pay taxes on, they must go to Debtors’
Prison.
When the M&Ms are collected, the King gets 50% of them, Parliament gets
1/2 of what is left to split and the Tax Collectors split the remaining candy
collected.
Observations:
You may put any items and amounts on the cards that you want the students
to pay. The idea is for the students NOT to have many or any left. The students
really get upset with the Tax Collectors because they know the King is going
to get most of their M&Ms (taxes) paid.
Conclusions:
They really did understand why the colonists were unhappy about paying the
taxes
II. Primary Sources: using a LCD projector, class will read together these
taxes issued by Parliament.
Revolution Primary Sources
III. Lecture: teacher lecture (about 10 minutes) about the purpose of taxes,
reasons why the King needed more revenue, and reasons why the Colonists resented
these taxes. A list of these reasons is made on overhead, chart paper, or
etc.
IV. Graphic Organizer: using a Venn diagram, students will compare and contrast
effects of the Stamp Act and the Tea Act on the Colonists.
V. Summary: Responses as to what was learned about the Stamp Act and Tea Act.
ASSESSMENT: Class participation
Teacher observation
Venn Diagram
POLITICAL CARTOONS
“INSIGHT TO THE POLITICAL AND SOCIAL LIFE OF THE WORLD”
A WebQuest for 12th Grade (U.S. GOVERNMENT)
State Standards
GOV 2.4, GOV 3.4, GOV 4.1, GOV 5.3
I HOPE YOU GET A "KICK" OUT OF THIS WEBQUEST!
Introduction | Task | Process
| Evaluation | Conclusion |
Credits
Introduction
Throughout our history, political cartoons have been used to express opinions
and illustrate events occurring at that time. The points of view of the cartoonists
tend to step on peoples’ toes because of their satirical nature. They
take on important issues and through a cartoon format, express their opinions.
You may not always agree with their points of view but that of course is the
purpose of political cartoons. The cartoonists want you to think and examine
both sides of an issue. As you proceed through this assignment, look for commonalities
such as figures, faces, and symbols. By completing each step of this assignment,
you will hopefully become more adept at interpreting political cartoons and
will find it so interesting that you will continue to enjoy them throughout
your life.
The Task
You will use this exercise to help you eventually put together a political
cartoon notebook made up of 50 cartoons of your choice. It will be due in
December, prior to exams. It will also carry a hefty grade. (3 test grades
to be exact) I will give you a handout that outlines all of the requirements
at a later time.
You will go through a series of stages that will allow you to become more
comfortable with the faces and symbols most commonly used by cartoonists.
You should be able to analyze them and figure out how they apply to the real
world.
You will use the Internet to locate the various cartoons and proceed through
his WebQuest.
When you are told to, you will log onto the web sites I have selected and
proceed based on my instructions.
You will use your knowledge as well as your analytical skills to interpret
these cartoons.
The website you will access is a political cartoon website that is linked
to the newspapers of the most famous cartoonists out there, but don’t
go there yet.
You may work in pairs due to the number of computers necessary.
The Process
1) Read through the following instructions before proceeding to the website.
Don't panic yet!
2) When you log on to the website (cagle.com),
you will see the navigation bar on the left side. You will select editorial
cartoons: page 1 from the contents page. Proceed through the cartoon pages.
3) Scan through the cartoons and choose one that you feel is the most interesting
and relevant. As you interpret the cartoon, consider the following:
? What is the event or issue that inspired the cartoonist?
? Who are the characters portrayed in the cartoon?
? What is your interpretation?
? Cite the source of your cartoon and the date of publication.
4) Using these web pages, locate three editorial cartoons that deal with the
same issue or subject. You can locate cartoons that deal with similar issues
in the left column navigation bar. Write down how each cartoonist expresses
themselves on this issue by using the above 4 criteria.
5) Return to the contents page. Go back through the pages of cartoons and
try to find objects that are repeatedly used by the various cartoonists. You
will find out that each one has their own style. (Consider these objects much
like a vocabulary list)
6) Take the scavenger hunt list of objects and find a cartoon that shows each
one. Be sure to cite the cartoonist and the event that is being depicted.
7) Write what the object represents in that particular cartoon next to that
term on your list. (ie A donkey – Democratic Party)
8) If you haven’t had enough fun yet, click on the Editorial Cartoon
Bingo Page and complete that. It is not required but I may be seriously impressed
if you do.
9) Now go to the website, http://cagle.slate.msn.com/and
have at it!
10) Refer to my Schoolnotes page for more links to political cartoon websites.
They will be listed under
my links. http://www.schoolnotes.com/
Evaluation
You will receive a grade for this work. Look at the following to see what
you must accomplish in order to receive the appropriate grade. The 4 equals
an A, 3 equals a B, 2 equals a C, and 1 equals (you don’t want to know!)
Beginning
1 Developing
2 Accomplished
3 Exemplary
4 Score
1st cartoon interpretation You will have found the cartoon and explained the
basic facts about it and the major players in it You will have more insight
illustrated through the processing of the event as well as its meaning. You
will have identified the event, identified the characters and exhibited a
more advanced analysis of the event. You will have accomplished all 4 of the
criteria of political cartoon analysis as outlined in the process section.
Location of three political cartoons that deal with the same issue
Location of the three cartoons along with the basic facts about the issue.
You will have located all three cartoons, identified the major players, and
show some insight as to the event. You will have located all three cartoons,
identified the major characters, and exhibited a more advanced analysis of
the event. You will have accomplished all 4 of the criteria of political cartoon
analysis as outlined in the process section.
Scavenger Hunt
Locate and describe at least 25% of the items listed. Locate and describe
at least 50% of the items listed. Locate and describe at least 75% of the
items listed. Locate and describe at least 90% of the items listed.
Remember! This whole project is designed to get you ready for the ultimate
Government project! You will have to complete the big project prior to exams
in December. I will give you a date later on.
Conclusion
Now that you are through with this wonderful WebQuest, how do you feel? You
should have seen a lot of symbols and faces that have been used repeatedly.
If you feel comfortable with how you put together these assignments, you should
be fine with the political cartoon notebook.
DON'T "FLY" THROUGH THIS ASSIGNMENT TOO QUICKLY!
DON'T TELL ME "THIS IS FOR THE BIRDS" EITHER!
Credits & References and Links
Thanks go to the following:
cagle.com - link to national newspapers and
their political cartoonists
WebQuest Page - Template format for
this webquest
DR. SEUSS WENT TO WAR
VIDEOS
Herblock's History
Mrs. Jeri Wallace - graphics and technical support
Using Technology in the Social Studies Classroom
Secondary Lessons
Dec. 16, 2004 (Sangaree Middle School)
Standard: 6-2.3 Summarize the significant political and cultural features
of the classical Roman civilization, including its concepts of citizenship,
law, and government; its contributions to literature and the arts; and its
innovations in architecture and engineering such as roads, arches and keystones,
and aqueducts. (H, P)
Objective: To demonstrate knowledge of important Roman
persons and their contribution to culture of ancient Rome.
Process:
1. Students will choose a famous Roman person (approved by teacher).
2. Using the internet, students will locate information on their person that
answers the following questions:
a. What was a physical description of the person?
b. What was their personal background?
c. What was their role in Roman society?
d. Where did they fit in Rome’s history? (timeline of events)
e. What was their contribution to Rome’s history?
f. Why are they considered important in Roman history?
3. Using butcher paper, students will trace each other’s body outline
onto the paper.
4. Using research found, students will construct a replica of their person’s
physical characteristics and time period dress.
5. On the back of their Roman Life Sizer, students will attach or write information
they found through their research.
6. At the culminating activity of the unit on Rome, students will bring their
Life Sizers to a Roman banquet, organized by their teacher with food provided
by parent volunteers and students. During the banquet, students will stand
and introduce their Life Sizer guests by reporting the information they found
during their research.
Interdisciplinary Connections: Teachers can enlist the help of ELA
teachers and/or art teachers to help with aspects of the project.
Evaluation of Project: Students will be assessed on answering the
above questions on their Ancient Roman person.
Resources:
Roman Empire
(Famous Romans)
Famous Romans
Famous
Men of Rome
5-1-4
Compare the economic and social effects of Reconstruction on different populations,
including the move from farms to factories and the change from the plantation
system to sharecropping.
8-4-2
Summarize Reconstruction in SC and its effects on daily life in SC, including
the experiences of plantation owners, small farmers, freedmen, women, and
northern immigrants.
Objective: Students will be able to compare and contrast the economic effects
of Reconstruction on SC .
1. Students will research economic conditions before and after Reconstruction.
2. Students will provide physical maps depicting the different landscapes
of the state and how the landscape affects agriculture throughout the state
before and after Reconstruction.
3. Students will provide images comparing upper state farms and plantations
of the low country before and after Reconstruction.
Possible places to get images:
SC Archives
Freedmen’s
Bureau
Boone Hall Plantation
Jewish Heritage Collection
4. Students will provide a graphic organizer comparing the social life in
the up country and the low country including plantation owners, small farmers,
freedmen, women and northern immigrants before and after Reconstruction
5. Students will prepare a power point presentation addressing the given standards.
5th and 8th Grade teachers
South Carolina During Reconstruction
South Carolina during Reconstruction
Standards: 8-4.3 Summarize Reconstruction in South Carolina and its
effects on daily life in South Carolina, including experiences of plantation
owners, small farmers, freedmen, women, and northern immigrants.
Focus Question:
How was life different for the various groups after the Civil War?
Did the lifestyles live up to expectations for any group during Reconstruction?
Materials:
Access to computer lab or ability for groups to work on computers to download
images and content and to create a PowerPoint presentation.
Various reference materials containing information about South Carolina during
the Reconstruction Period.
Websites to use:
http://cfmedia.scetv.org/schistory
http://lcweb2.loc.gov/ammem/aaohtml/exhibit/aopart5/html
http://www.nara.gov
http://www.historychannel.com
http://www.si.edu
Students will work in groups to create a power point presentation depicting
the daily life of one of the following groups in South Carolina: